Part A教学设计一等奖

陕旅版六年级英语下册Unit 3

Who is that man?

Part A教学设计

衡阳市衡山县店门中心学校

王

鲜

设计

要素

教学

内容

分析

设

计

内

容

It mainly talks about people’s jobs . The students will go on learning how to ask and answer about people’s jobs on the basis of Period 1.

(1) Learn the sentence patterns about inquiring jobss. (2) Go on learning the expressions about occupations. (3) Develop and train the students’ abilities of communication.

(4) Work in pairs (5) Discussion

(6)Show love to jobs （培养学生尊重劳动成果）

知识

与技能

教学

目标

过程

与方法

情感态度

价值观

分析

学生

The Ss can read and translate the words and phrases correctly. There will be some difficulties in making new conversations for some unable students. 教学

重点

The main activity is Let’s talk.

The teaching key points is: Be able to ask and answer about the jobs.

How to use the aux. verbs “do / does”, though they have learnt it, and the phrase “set up”. Let the students read the conversations more and work in pairs, using the aux. verbs “do / does”

to make the new conversations. And they can help each other.

教

学

分

析

难点

教学

难点

解决

办法

教学

策略

1、Reading

2、Listening

3、Practicing in pairs

4.Speaking

板书

设计

Who is that man? Part A pupil

singer

A: Who is the young woman/that man? actor reporter

B: Her/His name is --- scientist

A: What does she/he do? Police officer

B:She/He is a/an--- Basketball player

教学过程设计

教学环节

教学过程

1.师生应用Glad to meet you.相互问候，全体起立。

T: Good morning, class. Glad to meet you again. Ss: Glad to meet you, too. Miss. …

T: Please have a seat. Ss: Thank you. 2.Revise the words and the useful expressions about jobs in Section A according to some pictures in the Power Point.

Now, let’s revise the words and the useful expressions about jobs T: What am I do? I am a teacher. What do you do? Ss: We are students.

Then help the students revise the names of jobs, such as farmer, worker, teacher, driver, doctor, nurse.

T: I am your teacher.. You are students. We can also say you are pupils.（导入新课生词) 1.

Show the pictures of the new words and teach the following new words: pupil, actor singer ,reporter

scientist, police officer, basketball player.

2. .利用构词法教授新单词，板书并要求学生掌握。

act（表演）——actor（演员）

sing（唱歌）——singer（歌手）

report（报告）——reporter（记者）

play（玩）——player（远动员）

science（科学）——scientist（科学家）

3.

with a picture of the students’ Chinese teacher . Ask and answer between the teacher and students according to the picture , and lead to the new sentence patterns.

T: Who is the young man?

Ss: He is Yu Lingcong.

T: What does he do?

Ss: He is a teacher.. (板书并要求学生掌握。) 教师解释疑问词who用来问人名，What does he do 用来问职业。

4.教师呈现幻灯片并谈论。

(教师用幻灯片呈现本班学生扫地的图片。)

T: Look at this picture. Who is the girl? Ss: She is wang Ling. T: What does she do? Ss: She is a pupil. T: Well done!

5.教师将Let’s talk中的图片呈现出来，依次和学生进行问答练习。

T: Who is the young woman, Wu Chen?

10

分

钟

教学时媒

体

间

复

习

与

导

入

幻

灯

片

5 分

钟

呈

现

与

讲

解

幻

灯

片

S3: Her name is Li Ling, S he is a teacher.. T: What did she do? S3: She set up a hope school for poor children.. 教师讲解set up的含义及用法。…

6. 学生自学课文第二部分。分小组讨论并自我答疑。然后展示。

总结: (T: OK, now let’s make a summary together. )

询问人及职业:

( 1 ) A: Who is the young woman?

( 2 ) A: What does he do? B: Her name is Li Ling .

B: He is a doctor. 1.

Watch the video of the dialogue and answer the following questions, then check the answers. T:

( 1 ) What does Li Ling do ? ( 2 ) What did she do for the poor children?

T: (After watching the video twice) Boys and girls, can you answer the two question?

Ss: Yes, we can.

T: What does Li Ling do? Ss: She e is a teacher.

T: What did she do for the poor children?

Ss: She set up a hope school for the poor children.

T: Very good. Now, Listen to it again and follow it by imitating the pronunciation and intonation. 2.

Let the students act 1a out in pairs .

1.

What ________your brother do? A. do

B. does

C. did 2.

What ________Kangkang and Michael do? A. do

B. does

C.did

3.

______ is the old man?

He is my grandpa.

A. What

B. How

C.

who 4.

She ______(建立) a hope school for poor children. 5.

He is very helpful _____ the people there.

A for

B. to

C. in 1. Play a game. Ask students to make a conversation with the pictures about jobs. For example:

S1: Who is the young woman? S2: Her name is .. S1: What does she do? S2: She is a/an... 巩

固

幻

灯

片

Flash动画

10分钟

练

习

幻

灯

片

5分钟

探

究

与

小

结

卡

片

10分钟

作业

1. Read the dialogue again and again.

布置

2. Preview Part B..

一、教学反思：

这是本单元Part A的第二课时，新单词不多，掌握两个句型

Who is that man? What does he do? 及相关词汇。知道如何给出询问及回答并能够灵活运用。总体来讲效果良好。学生能熟练掌握重点句型，但灵活程度上有所欠缺，究其原因教师让学生练习仅仅注重给出的图片，可以让学生借助于身边熟悉的实例来进行练习，这一既引导学生灵活掌握句型，也让学生感受到该句型在生活中也很常见，用以增强学生学习兴趣。

二、教法：

这节课通过朗读、对话、游戏、听录音、学生讨论、当堂训练的形式反复训练几个重点句型，整堂课设计清晰明了。不足之处在于学生游戏时不能充分调动起部分学生的积极性，也就是对学生分析不够到位。致使老师不能及时了结部分学生掌握的情况。教师可以给学生一个自由发挥的空间和舞台，让个别学生在前面给大家展示和表演，以便教学于掌握学生了解情况。

反思

三．媒体使用：

本节课主要使用课件来辅助教学，尤其是对该句型“What does/do ......do?的变化给予不同的展示，使学生更加熟悉句型，课件起到了预期的效果，媒体与课堂融合恰到好处。

四、不足之处

对Lingling部分的切入有点生硬，应该使用句型“What does she do?”先针对所给信息进行发问再听录音，效果可能会更好；另外，

“Discussion”部分学生讨论气氛不够热烈，应充分调动学生的积极性，让更多的学生参与进来。

总之，通过本节课的教学使我深知教学设计可以减轻学生学习负担，使学生以最短的时间掌握知识的时间，使课堂质量优化。同时教师应该使用更多的教学手段、教学方法应用于教学中提高课堂效率也应对媒体的使用及预期效果多思考、多实践。